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Affichage de 1 - 17 of 17 (Bibliographie: Bibliographie WIKINDX globale)
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Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), p. p135–139.
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Ajoutée par: Lynda Taabane
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Pop. 34.12%
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Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5, pp. 121–152.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.63%
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Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251–282). Hillsdale, HJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 29.29%
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Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), p. p69.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition & Instruction, 10(2/3), p. p249.
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Ajoutée par: Lynda Taabane
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Pop. 30.38%
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Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), p. p271.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science: A Multidisciplinary Journal, 25(4), pp. 471–533.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.47%
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Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22(3), p. p363.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), p. p161–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.93%
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Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International journal of science education, 20(10), p. p1231.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.54%
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Kail Jr., R. V., Chi, M. T. H., Ingram, A. L., & Danner, F. W. (1977). Constructive aspects of children's reading comprehension. Child Development, 48(2), p. p684–688.
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Ajoutée par: Lynda Taabane
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Pop. 32.39%
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Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition & Instruction, 18(1), p. p1–34.
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Ajoutée par: Lynda Taabane
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Pop. 25.55%
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Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students' misclassifications of physics concepts: An ontological basis for conceptual change. Cognition & Instruction, 13(3), p. p373.
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Ajoutée par: Lynda Taabane
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Pop. 24.73%
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Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), p. p261.
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Ajoutée par: Lynda Taabane
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Pop. 23.45%
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VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.48%
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